This lesson is linked directly to the learning expectations described in the Ontario Curricu-lum for Grade 11 Physical Geography (CGF 3M) and Grade 12 Environment and Resource Management (CGR 4M).
The learning expectations are also broadly applicable to other Canadian curricula.
A: Ontario Curriculum Grade 11 (CGF 3M) Strand: Human-Environment Interaction
Specific Lesson Goals:
evaluate the impact of human life on natural systems;
Strand: Global Connections Specific Lesson Goals:
analyze local, regional and global issues related to physical geography;
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Strand: Understanding and Managing Change Specific Lesson Goals:
explain how human uses of the earth, including uses involving technology, cause change in natural systems;
analyze local, regional issues related to physical geography.;
Strand: Methods of Geographic Inquiry Specific Lesson Goals:
use geographic skills, and methods, such as conducting field research to gather, analyze and synthesize ideas and information;
use a variety of methods and technologies to communicate the results of geographic inquiry and analysis effectively.
B: Ontario Curriculum Grade 12 (CGR 4M) Strand: Human-Environment Interaction
Specific Lesson Goals:
demonstrate an understanding that humans are an integral part of an ecological system and that human activity has short and long term effects on the natural environment;
analyze and evaluate interrelationships among the environment, the economy and society;
analyze patterns of resource availability and use;
Strand: Global Connections Specific Lesson Goals:
analyze environment and resource management issues on a global scale;
Strand: Understanding and Managing Change Specific Lesson Goals:
evaluate a variety of ways to resolve environment and resource management concerns at local, regional, or global scales;
Strand: Methods of Geographic Inquiry Specific Lesson Goals:
use geographic methods, tools, and technologies to gather, analyze, synthesize, infor-mation on environment and resource management issues and concerns;
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School Resource Use Inventory 3
use a variety of methods and technologies to communicate the results of geographic inquiry in written, display and oral forms;
produce a structured plan and conduct an independent inquiry that applies geographic knowledge, skills, methods, and technologies to a selected sustainability and resource management issue.
Preparation
Preparation time: Approximately 20 minutes to prepare student worksheets, read edu-cator notes (provided) and review references/resources (as noted below).
Length of lesson: This activity can be completed in 75 to 150 minutes, or could be length-ened in order to get a more complete picture of the school’s resource use.
Resources required: Activity worksheets
Procedure
1. Use Activity Sheet 1 to make a preliminary inventory of indoor and outdoor resources consumed at their school.
2. For the next five to ten periods, at the start of each period (or at some other specified time during the day), students will walk through the school and school grounds and record examples of resource wasting on Activity Sheet 2.
3. Research methods for reducing resource consumption and use this research to assess and evaluate how well the school is using current technology. Ask students to provide ideas for improved conservation of resources. The research will be recorded on Activity Sheet 3.
4. Students should be reminded to walk around the outside of the school in order to assess resource use outside, including:
(a) effective use of shade trees and windbreaks to moderate indoor temperatures in summer and winter;
(b) gasoline consumption by lawn mowers and other maintenance vehicles;
(c) water use for turf grass irrigation;
(d) pesticide and fertilizer application;
(e) outdoor lighting, use of motion sensors etc.
(f) presence or absence of composting systems
(g) modes of travel to and from school (for students, staff and visitors).
5. Develop a series of recommendations for the school that would result in reduced or more efficient resource consumption.
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Discussion and Questions
Research teams may share their ideas and recommendations in a whole class discussion at the end of the activity.
Student Evaluation
Completion of worksheets Observation
Peer and self-evaluation
Enrichment and Extension Activities
In groups, or as a full class, research and develop a resource-use action plan, including an assessment of current resource use and wastage, as well as key recommendations for improvement. If you divide the class into groups, each group could be given a different focus (e.g.: energy use; school ground greening; transportation; paper use etc.). If possible, arrange to present the action plans to the school administrators.
Educator Notes
Schools, like most businesses and organizations, must rely on a variety of resources in order to operate. Electricity, paper, water and numerous other natural resources are consumed daily at a school. In this activity, students will investigate resource consumption patterns at their school and develop a plan for improving or reducing that consumption.
SAFETY NOTE: Consult your school board’s policy regarding safety precautions for outdoor excursions and plan your trip accordingly. Be aware of any students with allergies to insect bites and plants and ensure they carry the required medications.
Students should wash their hands after handling soil, plants and equipment. Encour-age students to wear sunscreen and appropriate clothing (e.g. hat, long-sleeved shirt) to minimize the damaging effects of sun exposure.
References
For information on high efficiency windows, visit: http://www.bagelhole.org/article.
php/Housing/338/
For information on reducing resource use in schools, visit: http://www.powerhousemuseum.
com/ecotude/action article3.asp
For information on renewable energy, visit: http://solstice.crest.org/
For a report about low flow toilets, visit: http://www.terrylove.com/crtoilet.htm Teacher’s Corner — www.evergreen.ca
School Resource Use Inventory 5
Information about reducing household resource use, visit: http://www.thisoldhouse.
com/toh/knowhow/bath/article/0,16417,213021,00.html
For information on high efficiency lighting, visit: http://www.lrc.rpi.edu/researchtopics/
reducingBarriers/index.asp
For information on energy conservation, visit: http://www.energystar.gov/ia/new homes/
features/HighELighting1-17-01.pdf
Worksheets
Student Worksheet Date:
Group Members:
In this activity, you will examine various indoor and outdoor resource consumption patterns at your school and make recommendations for improving or reducing their consumption.
1: Inventory of Resource Consumption
Resource Description of Usage Pattern at
Outset 1.
2.
3.
4.
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2: Resource Waste
Resource Description and Location of Waste
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3: Alternative Resources and Methods for Reducing Consumption
Alternative Description, Pros and Cons
1. Description:
Pros:
Cons:
Source:
2. Description:
Pros:
Cons:
Source:
4: Recommendations for Improved Resource Consumption
Recommendation Proposed process of implementation
1. Implementation Process:
Approximate Cost:
2. Implementation Process:
Approximate Cost:
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5/23/11 3:32 PM Leaf Collection Lesson -- Illinois State Museum
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ISM System :Leaf Collection Lesson